Kingsview School – 30/08/2018

School Context

Kingsview School is a Years 1 to 8 inter-denominational Christian school located in Frankton, Queenstown. There are 51 students from diverse cultural backgrounds on the school roll.

The vision is underpinned by the school’s virtues, such as integrity, compassion and courage, and the New Zealand Curriculum key competencies. The school’s valued outcomes are for students to achieve academically, grow in Christian integrity and character, and to develop their gifts and abilities to the glory of God.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

achievement in reading, writing and mathematics
achievement in relation to school targets
progress for students with high learning needs.

There are a high number of students for whom English is a second language (ESOL). Currently there are two fee-paying international students who attend the school. Students are taught in multi-level classes.

The school is governed by a parent-elected board of trustees and proprietors from the New Zealand Christian Proprietors Trust (NZCPT) and the Christian Schools Association in Queenstown (CSAQ). At the time of this review, a new principal had been appointed to commence later in the year.

The school is part of the Wakatipu Kāhui Ako|Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving excellent and equitable outcomes for all students. Reports to the board over the last four years show that most students achieve at or above school expectations in reading, writing and mathematics. Student achievement appears to be lower in reading than in mathematics and writing. However, ERO is not confident about the reliability of some school assessment information.

Trends over the last few years indicate good levels of achievement for most students, but boys’ achievement is lower than girls in literacy, especially reading. Achievement levels for most year levels appear to have been sustained or improved over time.

The achievement of Māori students is comparable to that of other students in reading, writing and mathematics over time. Reports for 2017 show improved rates of progress for some Māori and specifically targeted students. These students made some progress in reading, writing and mathematics. However it is not clear whether or not it is sufficient to meet the school’s expectations over time.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school has had variable success in accelerating the progress of students who need to accelerate their achievement.

The school effectively identifies and monitors students requiring additional support. Interventions are based on a range of data and are personalised and flexible. The school is unable to clearly show where students identified as needing to accelerate their progress, do so.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has a number of processes and practices that are mostly effective in enabling the achievement of equity and excellence. The school works with parents, students and staff to support students’ learning.

Children benefit from a well-developed and responsive curriculum that is underpinned by Christian virtues and beliefs. There are useful guidelines for teachers to support teaching and learning. The school has a deliberate focus on linking the students’ abilities, needs and interests with learning tasks and teaching strategies.

Students take part in rich learning experiences, with good use of local resources and expertise. These factors support their engagement and enhance their learning. There is a strong Education Outside the Classroom (EOTC) programme, which includes skiing, ski camp, avalanche training, bungy jumping and swimming. Children experience aspects of te ao Māori across all year levels.

There is strong parent support and good relationships across the school at all levels. Teachers foster a culture of encouragement and collaboration for students in their classrooms. Teachers know their students well and plan appropriately. Students, particularly senior students, know and make decisions about their learning and achievement.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The board receives regular reports, including a summary of student achievement and descriptions about some programmes. Trustees need to ensure that they receive more frequent reports on the school’s progress towards achievement targets and other annual goals. Action plans that underpin annual achievement targets need to be more specific. This will enable the board, principal and teachers to more effectively identify strategies that are making the most difference in accelerating students’ learning.

ERO found little evidence of ongoing internal evaluation of curriculum, school initiatives and other aspects of teaching and learning. Teachers, school leaders and trustees need to develop their understanding and use of effective evaluation processes to ensure ongoing improvement.

Further developments are needed in school processes and practices, including reporting to the board more comprehensively on:

the analysis of school achievement data, including the sufficiency of progress and rates of acceleration of learning for target students
the effectiveness of interventions to show where shifts are being made and evaluation of sufficiency of students’ progress
how well the school’s other valued outcomes are realised.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

board administration
curriculum
management of health, safety and welfare
personnel management
finance
asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions for compliance

During this external evaluation, ERO found that some aspects of the appraisal process had not been completed.

ERO identified non-compliance in relation to teachers’ performance appraisal.

The board of trustees must:

develop and implement policies and procedures for the appraisal of staff and ensure this is based on the Standards for the Teaching Profession established by the Education Council of New Zealand for the issue and renewal of practising certificates.
[Ref: Part 31 Education Act 1989]

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were two international students. These students are living with their parents. The school has reviewed its policies and procedures to be assured these are in line with the new Code.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

the inclusive and respectful culture that places students at the centre of learning and teaching, and promotes their wellbeing and engagement in learning
the broad, rich curriculum that uses the local environment and resources to engage students in learning and deepen their curriculum experiences
promoting school-community links to support student learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

ensuring reports to the board are more evaluative
strengthening the appraisal process within the school
better analysis and reporting on the sufficiency of progress of targeted groups of students
the specific provision and resourcing for ESOL students
clarifying what a year’s progress looks like so all teachers can confidently make well informed overall teacher judgements in reading, writing and mathematics
strengthening internal evaluation processes and practices.

ERO will provide an internal evaluation workshop for trustees and senior leaders.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Alan Wynyard

Director Review & Improvement Services Southern

30 August 2018

ERO report